index: Faculty and Administrator Track
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Faculty and Administrator Track TSPC Comments : Faculty Comments : Teacher Candidate Comments |
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| What were the 2-3 most significant events across the last 25 years that brought about the use of teacher work samples in Oregon licensure? | |
| Was Oregon a leader in the use of teacher work samples? If "yes", in what way(s)? | |
| Do Oregon policy makers, like legislators, respect the teacher work sample as an important change in the licensing of teachers? | |
| What political issues have been dealt with in Oregon to allow teacher work samples to become a reality? | |
| How has the demonstration of competence through work samples changed the licensure of Oregon's teachers? | |
| Will teacher work samples have a role when Oregon teachers seek advanced or continuing licenses later in their career? | |
| How has the use of teacher work samples impacted the process of the state commission in licensing teachers? | |
| Do commission members believe that teacher work samples have helped to professionalize education? | |
| Besides classroom teacher seeking an initial license, who else is now expected to develop a work sample as part of their licensing procedures? | |
| What, in your opinion, are the 3-4 most significant concepts candidates need to master to develop a high quality work sample? | |
| In your experience, what are the work sample concepts or skills teacher education candidates have the most trouble mastering? Why do you think that is? | |
| What are the most important outcomes candidates achieve from participating in work sampling? | |
| What elements characterize an outstanding work sample? | |
| What is the place of examples of pupil work in the final report of a work sample? | |
| In deciding whether a candidate successfully completed a teacher work sample, what part does the amount and kind of pupil learning gains play in your decision? | |
| What tips would you give candidates about how to prepare a successful work sample? | |
| What tips would you give faculty who are just starting out to teach and assess work samples? | |
| Are there work sample skills you try to model for your candidates? | |
| What changes have you noticed in the planning, teaching, and assessment skills candidates now hold since [OSU, Willamette, Concordia] implemented work sampling? | |
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Summary
Statement
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| How far along were you in your program before you really understood what a teacher work sample was? | |
| What teacher work sample skill or concept was the hardest for you to learn? | |
| When you were trying to just learn what a teacher work sample was, what did someone say or do that suddenly helped clarify the task, or even a part of the task? | |
| What tip would you give teacher education candidates about to begin their first work samples? | |
| Describe the usefulness, if any, of teacher work sampling during your student teaching experience | |
| What collegiate activities or lectures were most useful as you learned about teacher work samples? What was said or done? | |
| Which work sample skill or concept do you think will be the most useful to you as a classroom teacher? Why? | |
| What suggestions would you make to [OSU, Willamette, Concordia] about how to improve the teaching of work sample concepts or skills. | |
| Has work sampling influenced the way you think about teaching and learning? If "yes", how so? | |
| What purpose is served in asking prospective teachers to complete a work sample? | |